Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue. - Sidney K. D'Mello; Scotty D. Craig; Jeremiah Sullins; Arthur C. Graesser (Int. J. Artif. Intell. Educ., 2006)

Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? - Roger Azevedo; Amy M. Witherspoon; Shanna Baker; Jeffrey Alan Greene; Daniel C. Moos; Jeremiah Sullins; Andrew Trousdale; Jennifer Scott (AIED, 2007)

The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning. - Jeremiah Sullins; Roger Azevedo; Andrew Trousdale; Jennifer Scott (AIED, 2007)

Tough Love: The Influence of an Agent's Negative Affect on Students' Learning. - Jeremiah Sullins; Scotty D. Craig; Arthur C. Graesser (AIED, 2009)

The Relationship Between Modality and Metacognition While Interacting with AutoTutor. - Jeremiah Sullins; Moongee Jeon; Sidney K. D'Mello; Arthur C. Graesser (AIED, 2009)

A Time for Emoting: When Affect-Sensitivity Is and Isn't Effective at Promoting Deep Learning. - Sidney K. D'Mello; Blair Lehman; Jeremiah Sullins; Rosaire Daigle; Rebekah Combs; Kimberly Vogt; Lydia Perkins; Arthur C. Graesser (Intelligent Tutoring Systems (1), 2010)

The influence of modality on deep-reasoning questions. - Jeremiah Sullins; Scotty D. Craig; Arthur C. Graesser (Int. J. Learn. Technol., 2010)

The Impact of a Mathematical Intelligent Tutoring System on Students' Performance on Standardized High-Stake Tests. - Jeremiah Sullins; Rob Meister; Scotty D. Craig; William M. Wilson; Anna E. Bargagliotti; Xiangen Hu (Knowledge Spaces, Applications in Education, 2013)

The relationship between cognitive disequilibrium, emotions and individual differences on student question generation. - Jeremiah Sullins; Arthur C. Graesser (Int. J. Learn. Technol., 2014)

The Impact of Anomalous Information, Personality, and Motivation on Self- Regulatory Processes in a Multimedia Vicarious Learning Environment. - Jeremiah Sullins; Xiangen Hu (FLAIRS, 2015)

Are You Asking the Right Questions: The Use of Animated Agents to Teach Learners to Become Better Question Askers. - Jeremiah Sullins; Danielle S. McNamara; Samuel Acuff; Daniel Neely; Eric Hildebrand; Grant Stewart; Xiangen Hu (FLAIRS, 2015)

Exploring the effectiveness of a novel feedback mechanism within an intelligent tutoring system. - Jeremiah Sullins; Scotty D. Craig; Xiangen Hu (Int. J. Learn. Technol., 2015)

Exploring shame in engineering education. - James L. Huff; Jeremiah Sullins; Nicola W. Sochacka; Kathryn M. Youngblood; Kerby M. Wood; Shari E. Miller; Joachim Walther (FIE, 2016)

The First Step in Harnessing the Self Conscious Emotions: A Quantitative Exploration of Shame. - Jeremiah Sullins; Katie Console; Clayton Henrichson; Rebecca Denton; Shelby Roberts; Katherine Howell (CogSci, 2018)

Identifying Methods to Induce Productive Confusion for Improving Performance in Physics. - Jeremiah Sullins; Katie Console; Rebecca Denton; Clayton Henrichson (ICLS, 2018)

Ain't that a shame: An exploration into "academic" shame and STEM learning. - Jeremiah Sullins; Collin Phillips; Lucy Grace Camp; Kailey Thornton; Ashlyn Wilson (CogSci, 2019)

Shame on you! A Computational Linguistic Analysis of Shame Expressions. - Jeremiah Sullins; Jeannine E. Turner; James L. Huff; Ronald Clements (CogSci, 2019)

Not all confusion is productive: an investigation into confusion induction methods and their impact on learning. - Jeremiah Sullins; Katie Console; Rebecca Denton; Clayton Henrichson; Steven Barber (Int. J. Learn. Technol., 2019)

A Prosodic Exploration of Academic Shame. - Jeremiah Sullins; Lucy Grace Camp; Anna Little; Laura Waldron; Ashlyn Wilson (ICLS, 2020)